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The European Framework of References

Page history last edited by Daniel 12 years, 9 months ago

Look the European Framework of References here

 

Developed through a process of scientific research and wide consultation, this document provides a practical tool for setting clear standards to be attained at successive stages of learning and for evaluating outcomes in an internationally comparable manner.

It is the result of extensive research and ongoing work on communicative objectives, as exemplified by the popular 'Threshold level' concept.
The Common European Framework of Reference (CEFR) provides a basis for the mutual recognition of language qualifications, thus facilitating educational and occupational mobility. It is increasingly used in the reform of national curricula and by international consortia for the comparison of language certificates. On this subject, also consult the following sections:

 

 

EUROPEAN LANGUAGE PORTFOLIO  

CHAPTER 2 "APROACH ADOPTER"

 

The descriptive scheme is based on an analysis of language use in terms of the strategies used by learners to activate general and communicative competences in order to carry out the activities and processes involved in the production and reception of texts and the construction of discourse dealing with particular themes, which enable them to fulfil the tasks facing them under the given conditions and constraints in the situations which arise in the various domains of social existence. The words underlined designate the parameters for the description of language use and the user/learner's ability to use language.

 

Information from

 

http://www.coe.int/t/dg4/linguistic/synopsise_EN.asp 

 

Chapter 3 of Common European Framework describes six levels students can get when they learn a foreign language:

          A Basic Speaker
                    A1 Breakthrough or beginner
                    A2 Waystage or elementary
B Independent Speaker
          B1 Threshold or pre-intermediate
          B2 Vantage or intermediate
C Proficient Speaker
          C1 Effective Operational Proficiency or upper intermediate
          C2 Mastery or advanced 

Information from: http://en.wikipedia.org/wiki/Common_European_Framework_of_Reference_for_Languages

 

 

 

CHAPTER 4 (LANGUAGE USE AND THE LANGUAGE USE/LEARNER)

 

It establishes in some (but not exhaustive or definitive) detail the categories (scaled where possible) needed for the description of language use and the language user/learner according to the parameters identified, covering in turn: the domains and situations providing the context for language use; the themes, tasks and purposes of communication; communicative activities, strategies and processes; and text; especially in relation to activities and media.

 

Information from: 

http://www.italianlang.org/European%20Languages%20Framework.htm

 

 

CHAPTER 6. What is the European Language Portfolio (ELP)?

 It is a complex instrument for self-assessment of language competences, in accordance with the reference levels introduced by the Council of Europe and, at the same time, it is a “document” which provides information on its owner’s (the language learner’s) communication competences in several languages.

It may accompany the language learner wherever s/he travels, just like a passport, and it may serve as evidence for a variety of purposes.

Spanish Primary Education Portfolio

 

Reference:http://www.coe.int/T/DG4/Portfolio/?M=/main_pages/levels.html

 

CHAPTER 7.Tasks and their role in Language Teaching 

Tasks are a feature of everyday life in the personal, public, educational or occupational
domains. Task accomplishment by an individual involves the strategic activation of
specific competences in order to carry out a set of purposeful actions in a particular
domain with a clearly defined goal and a specific outcome (see section 4.1). Tasks can be
extremely varied in nature, and may involve language activities to a greater or lesser
extent, for example: creative (painting, story writing), skills based (repairing or assembling
something), problem solving (jigsaw, crossword), routine transactions, interpreting
a role in a play, taking part in a discussion, giving a presentation, planning a course of
action, reading and replying to (an e-mail) message, etc. A task may be quite simple or
extremely complex (e.g. studying a number of related diagrams and instructions and
assembling an unfamiliar and intricate apparatus). A particular task may involve a
greater or lesser number of steps or embedded sub-tasks and consequently the boundaries
of any one task may be difficult to define.

 

CHAPTER 9

 

 

Assessment is used in this chapter in the sense of the assessment of the proficiency of the language user. All language tests are a form of assessment, but there are also many forms of assessment (e.g. checklists used in continuous assessment; informal teacher observation) which would not be described as tests. Evaluation is a term which is again broader than assessment. All assessment is a form of evaluation, but in a language programme a number of things are evaluated other than learner proficiency. These may include the effectiveness of particular methods or materials, the kind and quality of discourse actually produced in the programme, learner/teacher satisfaction, teaching effectiveness, etc. This chapter is concerned with assessment, and not with broader issues of programme evaluation.

 

 

EUROPEAN  LANGUAGE PORTFOLIO.

It is a document in which those who are learning or have learned a language ( whether at school or outside school )can record and reflect on their language learning and cultural experiences.

ELP is designed to fulfil two purposes: first, it records learner’s language learning history and may include test scores, certificates, samples of student official coursework, and personal evidence, such as tapes or reflective statements. ELP also serves as a pedagogical tool aimed at increasing learner autonomy through self-assessment and reflection.

The portfolio has got three parts:

PASSPORT.

The Passport section provides an overview of the individual's proficiency in different languages at a given point in time; the overview is defined in terms of skills and the common reference levels in the Common European Framework.

LANGUAGE BIOGRAPHY.

The Language Biography facilitates the learner's involvement in planning, reflecting upon and assessing his or her learning process and progress; it encourages the learner to state what he/she can do in each language and to include information on linguistic and cultural experiences gained in and outside formal educational contexts.

DOSSIER.

The Dossier offers the learner the opportunity to select materials to document and illustrate achievements or experiences recorded in the Language Biography or Passport.

(EDIT BY PAULA MAZA) 

 

EUROPEAN FRAMEWORK: Pupil's Competences (Flavio Pérez)

 

     The learning of the languages is pòssible because there are a number of competences in the language. These comeptences we are in connection with the previous experiencies and the daily experiences of using that language (English, French...). teh group to these competences generates the possibilities to talk and write the languages. The competences there are:

 

     - Declarative knowledge.                         - Ability to learn.                   

     - Socioculltural knowledge.                      - Study skills.

     - Intercultural awareness.                         - Linguistics competences.

     - Skill and know-how.                               - Sociolinguistiscs competences.

     - Existential competence.                          - Pragmatic competences.

                                                                             * Discourse competence.

                                                                             * Functional competence.

 

SUMMARY CHAPTER 6 ABOUT THE EUROPEAN FRAMEWORK OF REFERENCE (Daniel Álvarez)

 

 

Chapter 6 of the considers the processes of language learning and teaching, dealing with the relation between acquisition and learning and with the nature and development of plurilingual competence, as well as with methodological options of a general or more specific kind, in relation to the categories set out in Chapters 3 & 4.

 

 http://www.coe.int/t/dg4/linguistic/synopsise_EN.asp

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